This chapter investigates the ways in which Percy and Mary Shelley engaged with the idea of witchcraft. In The Witch of Atlas Percy Shelley playfully poses the question: what if God (or Christ) was a witch with a sense of humor? Like her mother, Mary Wollstonecraft, and other Romantic-era women, Mary Shelley was suspicious of representations of female magic. All her novels chronicle how women who have or pretend to possess power, supernatural or otherwise, are inevitably sidelined or written out of the narrative by the men they love and the collusion of the social and historical contexts in which they find themselves. The chapter concludes with an extended analysis of her novel, Valperga, arguing that the introduction of the figure of the witch enables Shelley to finish the novel that she struggled with and to find a way to avenge the wrongs done to the other two female characters.

Between World War II and independence, roughly 1945 to 1960, anticolonial activists successfully elucidated a link between the spread of Europhone education and freedom from colonial rule. This chapter frames African decolonization as also a Black Atlantic emancipation to reveal why educational aspirations were so central to mid twentieth-century anticolonial imaginings.

This chapter further explores the necessary structural and conceptual contours for the development of a normative framework of rules addressing both (i) taking and (ii) presentation of evidence. In doing so, emphasis is placed on the absence of a universally recognized framework purporting to constitute a uniform set of international rules of evidence. Moreover, the hybrid nature of ICA, straddling the space between a private adjudicative dispute resolution system and one that necessarily must operate within a framework of a national arbitral law (lex arbitri), as well as a treaty-based enforcement regime that hardly is immune from idiosyncratic public policies of signatory States, is identified as a source of indeterminacy that clouds the necessary risk assessment conducive to settlement. In this same vein, evidentiary rules themselves are identified as partaking in a duality that also leads to indeterminacy.

This chapter analyzes the Prague Rules’ claim to maximizing process efficiency by limiting party-autonomy and emphasizing arbitrator discretion. In this context, it is asserted that the re-shifting of focus from the parties to the arbitral tribunal does not and cannot lead to optimal efficiency. Hence, notwithstanding the Prague Rules’ settlement provision, these rules fail to create an environment providing for the (i) identification, (ii) quantification, and (iii) communication of risk that would drive the parties to a voluntary settlement of the dispute, foreclosing a zero-sum result. The delay, lack of efficiency, and indeterminacy plaguing ICA simply are not cured by the Prague Rules’ shift of emphasis. Comprehensive evidential analysis and objective standards remain necessary predicates to settlement, irrespective of any enhancement of arbitrator discretion and corresponding diminution of party-autonomy.

The Conclusion first reiterates the three main arguments of the book. It then surveys changes and continuities in global education and development policies since the 1960s, while also touching on the present state of public education in Ghana and Côte d’Ivoire. It closes by reflecting on education’s double-edged nature as it relates to the problem of freedom: Does education emancipate, or oppress?

Distillation (Bucila et al., 2006; Hinton et al., 2015) is a technique for obtaining a small and computationally efficient model that performs the same function as a large and computationally intensive model. The original large model is referred to as the teacher model, and the resulting small model is called the student model. It is also common to employ an ensemble of multiple models as the teacher model.

There are also purely algebraic reasons why nilpotent groups should be of interest. Firstly, there is the well-known connection between homology, lower central series and (Massey) products [Dw75, St65].

This chapter reviews the expanding legal scope of the subject, noting the universalisation of international law beyond its European roots and the development of international human rights law and international criminal law, as well as the rise of international organisations. Modern theories and interpretations are examined, ranging from the natural law/positive law debates, referring to Kelsen and Hart in particular, to more contemporary approaches, such as power politics and balance of power, behaviouralism and the policy-oriented school including the views of McDougal and Franck, with the latter’s focus on legitimacy, and on to the critical legal studies movement, noting the important work of Koskenniemi, particularly emphasising the relationship between law and society. These various theories and approaches illustrate and reveal the political, ethical and social aspects of international law. The chapter then turns to discuss the problem of the fragmentation of international law, with the rise of special treaty regimes and particular rules, and how the system may deal with this phenomenon.

This chapter examines the foreign teacher recruitment strategies mobilized by Ghana and Côte d’Ivoire. Economists and politicians agreed that secondary schools were crucial for producing the skilled workers essential to development. But new nations faced an intractable roadblock as they sought to expand secondary schools: a deficit of local teachers. Ghana and Côte d’Ivoire found different solutions to the crisis of teacher scarcity, although both relied on foreigners. Ghana turned to plural sources of generally inexperienced educators. Côte d’Ivoire, instead, leaned on French teachers available through technical assistance (or coopération). Both strategies responded to the maddening paradox of the postcolonial teacher: a role that West Africans agreed was essential, but which few opted to pursue. Ultimately, the reliance on foreign teachers contributed to the corrosion of the emancipatory project of public education.